ALEX Lesson Plan

     

Wanted: Angles of all Sizes!

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  This lesson provided by:  
Author:Kristina Story
System: Lanett City
School: W. O. Lance Elementary
  General Lesson Information  
Lesson Plan ID: 32795

Title:

Wanted: Angles of all Sizes!

Overview/Annotation:

In this lesson, students will explore straight, right, acute and obtuse angles. Students will go to the playground to search for angles. The students will use digital cameras to record their findings. They will use their findings to create a PowerPoint to present to the class.

 Associated Standards and Objectives 
Content Standard(s):
Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce authentic artifacts using digital tools.
  • review and revise authentic artifacts using digital tools.
Teacher Vocabulary:
  • multimedia
  • artifacts
  • Children's Online Privacy Protection Act (COPPA)
Knowledge:
Students know:
  • how to use a variety of digital tools in which they can create or revise authentic artifacts to share their knowledge.
Skills:
Students are able to:
  • design and create authentic artifacts using approved digital tools that meet COPPA guidelines.
  • review an authentic artifact to revise with new or additional information.
Understanding:
Students understand that:
  • everyone can be an author, producer, director, etc.
  • using digital tools.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
12) Use basic features of digital tools to communicate key ideas and details in a way that informs and/or persuades.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • use basic features of digital tools to communciate key ideas and details in a way that informs and/or persuades.
Teacher Vocabulary:
  • digital tools
  • communicate
  • key ideas
  • informs
  • persuades
Knowledge:
Students know:
  • digital tools are available that enable them to inform others.
  • digital tools are available that enable them to persuade others.
Skills:
Students are able to:
  • use basic features such as headings, text, and images to communicate key ideas that inform and/or persuade.
Understanding:
Students understand that:
  • digital tools can be used to communicate by informing and/or persuade others.
Mathematics
MA2019 (2019)
Grade: 4
27. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines, and identify these in two-dimensional figures.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Describe the characteristics of a given figure.
    Example: An obtuse angle is described as two rays that meet at a point called a vertex with an angle measure greater than 90 degrees.
  • Draw a given figure correctly using a variety of tools.

  • Example: Use a ruler, paper, and pencil to draw two points and connect them to create a line segment.
  • Identify the given figures in two-dimensional shapes.

  • Example: Given a rectangle ABCD, identify that angle ABC is a right angle and that lines AB and CD are parallel.
Teacher Vocabulary:
  • Point
  • Line
  • Line segment
  • Ray
  • Right angle
  • Acute angle
  • Obtuse angle
  • Perpendicular lines
  • Parallel lines
  • Two dimensional figure
  • Vertex
  • Angle measure
Knowledge:
Students know:
  • defining characteristics of geometric figures, such as points, lines, line segments, angles (right, acute, and obtuse), parallel lines, and perpendicular lines.
Skills:
Students are able to:
  • Draw points, lines, line segments, rays, angles (right, acute, obtuse).
  • Draw parallel and perpendicular lines.
  • Identify points, lines, line segments, rays, angles, parallel lines, and perpendicular lines in two-dimensional figures.
Understanding:
Students understand that:
  • points, lines, line segments, angles (right, acute, and obtuse), parallel lines, and perpendicular lines are defining characteristics of two dimensional shapes.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.4.27.1: Define points, lines, line segments, rays, right angle, acute angle, obtuse angle, perpendicular lines, and parallel lines.
M.4.27.2: Define two-dimensional figure.
M.4.27.3: Recognize one-dimensional points, lines, and line segments.
M.4.27.4: Model shapes in the world by building shapes from components.

Prior Knowledge Skills:
  • Recall the vocabulary of shapes (labels, sides, faces, vertices, etc.).
  • Recognize and draw shapes having specified attributes such as a given number of angles.
  • Build and draw shapes to possess defining attributes.
  • Sort shapes into categories.
  • Define side, angle, face, closed, and open.
  • Use vocabulary related to shape attributes.
    Examples: sides, angles, face, closed, open.
  • Trace shapes.
  • Sort triangles, quadrilaterals, pentagons, hexagons, and cubes.
  • Explore triangles, quadrilaterals, pentagons, hexagons, and cubes.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.4.27 Recognize parallel lines, intersecting lines, and angles (right, acute, obtuse).


Local/National Standards:

 

Primary Learning Objective(s):

Students will be able to work collaboratively to identify straight, right, obtuse, and acute angles. 

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

Greater than 120 Minutes

Materials and Resources:

Per Group: My Angles Drawings Handout, Pencils

Technology Resources Needed:

Per Group: digital camera, computer (with PowerPoint software), Interactive Board or Projector, flash drive

Background/Preparation:

Teacher prep: Students need to be put into cooperative groups of four before starting this activity. The teacher should have a digital camera and an angles worksheet available for each group.

Student prep: Students should have basic knowledge of the definition of a straight, right, acute, and obtuse angle. Students should have prior knowledge of creating a PowerPoint using a digital camera. Students should also be aware of the rules of working in collaborative groups.

  Procedures/Activities: 

Step 1

Engage the students by asking them to look around the classroom and identify four angles. The students will discuss their angles with their tables. Students should discuss if the angles are larger or smaller than 90 degrees. Call the class together and allow each table to share their favorite findings. If the students are not accurately describing straight, right, acute, and obtuse angles, then reteach the definitions of each and give visual examples throughout the room. This engagement should only last 10-15 minutes.

Step 2

Students will explore and identify more straight, acute, obtuse, and right angles by going outside to search for these angles on the playground. They will use the My Angles Drawing Handout to record their findings. Students will use digital cameras to take pictures of where they locate each angle. Students must identify and take a picture of each type of angle. Allow 15-20 minutes for this exploration.

Step 3

Bring the class back together. Each cooperative group of students will use their recordings on the digital cameras to create a Power Point. On the PowerPoint, each group must identify the type of angle on each picture. They must also explain how they know that it is right, straight, acute, or obtuse angle. This part of the lesson will be done in the computer lab. Students are encouraged to be creative as they create their PowerPoint. Students are to save their work to a flash drive. Allow 60-75 minutes for this part of the lesson.

Step 4

Allow each group to present/communicate their findings to the class.



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  Assessment  

Assessment Strategies

Students will be assessed on their presentation to the class. They will be assessed on whether they correctly captured and identified the four types of angles.

Acceleration:

 

Intervention:


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.